International Journal of Qualitative Studies in Education最新文献

{"title":"“Normal wasn’t always productive or helpful”: teachers of Color authentically caring for the humanities of Black, Indigenous, and students of Color during the COVID-19 pandemic","authors":"Corinna D. Ott","doi":"10.1080/09518398.2024.2318278","DOIUrl":"https://doi.org/10.1080/09518398.2024.2318278","url":null,"abstract":"As research continues to dissect the impacts of the COVID-19 pandemic on the teaching profession, the experiences of teachers of Color remain overlooked. Thus, this article explicitly centers the l...","PeriodicalId":47971,"journal":{"name":"International Journal of Qualitative Studies in Education","volume":"134 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139752422","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Intersectionality, interdisciplinarity and mental health in education","authors":"Aaron Koh, Daniel X. Harris, Daniel P. S. Goh, Stacy Holman Jones","doi":"10.1080/09518398.2023.2286240","DOIUrl":"https://doi.org/10.1080/09518398.2023.2286240","url":null,"abstract":"Published in International Journal of Qualitative Studies in Education (Vol. 37, No. 2, 2024)","PeriodicalId":47971,"journal":{"name":"International Journal of Qualitative Studies in Education","volume":"57 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139752432","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Opening commentary to the special issue “becoming ‘bad researchers’: putting affect theories to work as ethical processes of disruption”","authors":"Candace R. Kuby, Vivienne Bozalek","doi":"10.1080/09518398.2023.2299004","DOIUrl":"https://doi.org/10.1080/09518398.2023.2299004","url":null,"abstract":"Published in International Journal of Qualitative Studies in Education (Ahead of Print, 2024)","PeriodicalId":47971,"journal":{"name":"International Journal of Qualitative Studies in Education","volume":"7 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139424050","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Learning without subjects?: Considering trans pedagogies in practice","authors":"Harper B. Keenan","doi":"10.1080/09518398.2023.2299013","DOIUrl":"https://doi.org/10.1080/09518398.2023.2299013","url":null,"abstract":"Historically, state-regulated compulsory schooling has been a staging ground for the subjection of learners into categories of differential worth: race, gender, intellectual ability, class, and bey...","PeriodicalId":47971,"journal":{"name":"International Journal of Qualitative Studies in Education","volume":"25 1","pages":""},"PeriodicalIF":1.1,"publicationDate":"2024-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139398043","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“Change your approach”: how youth organizers, adult allies, and teacher candidates engage in the praxis of community-based pedagogy within teacher education","authors":"K. Popielarz","doi":"10.1080/09518398.2022.2035454","DOIUrl":"https://doi.org/10.1080/09518398.2022.2035454","url":null,"abstract":"Abstract In this paper, I share the process of designing, implementing, and analyzing a community-based methods course alongside youth organizers, adult allies, and teacher candidates (TCs) through a critical qualitative research project. Informed by intergenerational grassroots community organizations, community-based pedagogy is a praxis to center the strengths and needs of local people, places, and ecosystems in the classroom. I discuss the framework and use of community-based pedagogy in a teacher education methods course as informed by youth organizers and adult allies of two local youth-centered grassroots organizations. To further the development of community-based pedagogy, I examine how the facilitation of adult ally trainings by youth organizers in a methods course informed their community organizing endeavors and also encouraged TCs to conceptualize community-based pedagogy in PreK-12 classrooms. The findings and implications identify community-based pedagogy as a possible strategy for schools, communities, and teacher education programs to collaborate for transformative social change.","PeriodicalId":47971,"journal":{"name":"International Journal of Qualitative Studies in Education","volume":"4 1","pages":"190 - 212"},"PeriodicalIF":1.1,"publicationDate":"2024-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139124962","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Black and Asian women faculty: a reader’s theater highlighting their experiences across three Hispanic-Serving Institutions","authors":"Jacqueline B. Koonce, Elena M. Venegas, Lorenza Lancaster, Julissa A. Bazan, Adriana Garza","doi":"10.1080/09518398.2023.2268047","DOIUrl":"https://doi.org/10.1080/09518398.2023.2268047","url":null,"abstract":"AbstractThe counterstories of Black and Asian women faculty across three Hispanic-Serving Institutions (HSIs) as interpreted through Critical Race Feminism are shared in a Reader’s Theater format presented as three acts featuring conversations between the participants. In Act I, Black women faculty revealed experiences with Anti-Blackness and colorism surrounding their HSIs. Act II revealed a need for mentoring. In Act III, Black and Asian women faculty shared feeling the onus was placed upon them to build cultural competence on their HSI campuses. This Reader’s Theater denotes a need for HSIs to foster an inclusive environment for Black and Asian women faculty.Keywords: Black and Asian women facultyHispanic-Serving institutionscritical race feminismcounterstories Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsJacqueline B. KoonceJacqueline B. Koonce is an Associate Professor in the Department of Bilingual and Literacy Studies at The University of Texas Rio Grande Valley. Dr. Koonce’s work has appeared in journals such as Race Ethnicity and Education, International Journal of Multicultural Education, The Qualitative Report, Journal of Language & Literacy Education, and the Language Arts Journal of Michigan. Her current research focuses on the impact of caring on students and faculty of color. She is also studying African American women’s language and literacy practices.Elena M. VenegasElena M. Venegas, Ph.D. is an Associate Professor in the Department of Bilingual and Literacy Studies at The University of Texas Rio Grande Valley. Her research agenda centers on social issues in education, particularly within the field of literacy. Dr. Venegas has also conducted research on Hispanic-Serving Institutions of which The University of Texas Rio Grande Valley is one of the largest in the United States. Dr. Venegas’ work has been published in notable journals such as Race Ethnicity and Education, Urban Education, and The Reading Teacher.Lorenza LancasterLorenza Lancaster is now a doctoral student at The University of Texas at San Antonio.Julissa A. BazanJulissa A. Bazan is now a master’s student at Texas State University.Adriana GarzaAdriana Garza is now a doctoral student at Texas A&M University-Kingsville.","PeriodicalId":47971,"journal":{"name":"International Journal of Qualitative Studies in Education","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136114650","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Positions, positionality, and relationality in educational research","authors":"Cati de los Ríos, Leigh Patel","doi":"10.1080/09518398.2023.2268036","DOIUrl":"https://doi.org/10.1080/09518398.2023.2268036","url":null,"abstract":"AbstractIn this paper, we provide a critical genealogy of position statements and take up the questions of why positionality and position statements have become a presence in the field of qualitative education research, what these statements do and don’t do, and how relationality may serve purposes of mutuality that reach beyond an individual’s social locations. Using content analysis of fifty position statements found in high-impact educational research journals, we theorize and trace how positionality statements have become a genre, with concerns about power and representation from the field of anthropology and in educational research. We also include a conversational interlude as praxis to lift up our own experiences with positionality statements and our interpretations. We provide provocations about positionality statements and what they operationalize in knowledge making projects.Keywords: Positionalitypositionality statementsrelationalityreflexivity Disclosure statementNo potential conflict of interest was reported.Additional informationNotes on contributorsCati de los RíosCati de los Ríos is an Associate Professor of Adolescent Literacy and Bi/Multilingual Education at UC Berkeley’s School of Education. She uses ethnographic and community-based research to document the rich civic, folkloric, and translingual literacies and practices of Latiné/x youth and families.Leigh PatelLeigh Patel is a professor of urban education at the University of Pittsburgh’s School of Education. She is also a proud national board member of Education for Liberation. Her research focuses on the ways that education is both an efficient machine of social reproduction and holds the potential to be a tool for liberation.","PeriodicalId":47971,"journal":{"name":"International Journal of Qualitative Studies in Education","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135801209","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Breaking the silence: three Pakistani women academics’ accounts of being bullied","authors":"Roshana Kamran, Edgar A. Burns, Sheba Sultan, Sana Tahir, Sumaira Ashraf","doi":"10.1080/09518398.2023.2267026","DOIUrl":"https://doi.org/10.1080/09518398.2023.2267026","url":null,"abstract":"AbstractWomen in Pakistan’s higher education face barriers that silence their voices from reporting experiences of being bullied by colleagues and superiors. This situation contradicts universities’ role as houses of learning and agents of progressively improving culture and society. This group autoethnography presents three accounts by women academics challenging this taboo against speaking out. Without the silence being repeatedly broken, this toxic social phenomenon continues. Studies of women’s personal stories of being ostracised and bullied complement the emerging quantitative literature about bullying against women academics in higher education institutions. The present narratives about being the targets of bullying individuals are framed within national and international literature. Chronicling such bullying episodes increases recognition of personal, family, and career trauma for women academics. More qualitative accounts will further document the conduct by which women are ostracised, disrespected, and burdened with unfair extra work. Naming such behaviors overcomes the current silence, which leaves this conduct unacknowledged.Keywords: Academic womenharassmenthigher educationostracismteacher-targeted bullying Disclosure statementThe authors report there are no competing interests to declare.Additional informationFundingNo funding was received in the preparation of this article.Notes on contributorsRoshana KamranRoshana Kamran is currently undertaking Ph.D. research to contribute to the emerging evidence about Pakistan’s bullying culture, especially against women academics. Her publications address teacher education, gender, and language teaching issues. She has previously taught in different sectors of the Pakistan educational sector.Edgar A. BurnsEdgar A. Burns has taught in the polytechnic and university tertiary sectors in Australia and New Zealand. He takes an interdisciplinary approach starting from his core sociology teaching and research in education, professions, and environment. His recent book Theorising Professions: A Sociological Introduction is published with Palgrave Macmillan.Sheba SultanSheba Sultan is currently undertaking research studies to contribute to the justice discourse in Pakistan. She is a university lecturer and has worked in school administration and teacher education. She writes short stories on social issues, which have been published in English and Urdu.Sana TahirSana Tahir is currently working as a lecturer at one of the leading universities in Pakistan. She has been religiously associated with the teaching profession for the last 9 years. Her versatile experience and extensive research interests lie in the areas of TESOL, ELT, Second Language Acquisition, and Discourse Analysis.Sumaira AshrafSumaira Ashraf works as a lecturer at Iqra University in the field of business administration. She has completed her MSc in Applied Mathematics and MBA in Finance. She has an experience of almost 13 years. She is a","PeriodicalId":47971,"journal":{"name":"International Journal of Qualitative Studies in Education","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135804035","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Enabling dialogic, democratic research: using a community of philosophical enquiry as a qualitative research method","authors":"R. Love, V. Randall","doi":"10.1080/09518398.2023.2267027","DOIUrl":"https://doi.org/10.1080/09518398.2023.2267027","url":null,"abstract":"Philosophy for Children is a pedagogical approach practised worldwide. Although well known for its contribution to democratic teaching and learning its contribution to critical research is relatively unknown. In this paper we present the use of a Community of Enquiry (CoE), as conceptualised in Philosophy for Children, as a qualitative research method that foregrounds participant voice. Framed through Freirean critical pedagogy and social transformation, we present research undertaken with primary pre-service teachers in England, exploring their emerging teacher identity, and detail the method of how a CoE was enabled. We conclude and advocate that a CoE aligns with a research axiology concomitant with ethical critical practices and argue for an environment that enables the researcher, and participants, to generate data collaboratively and collectively through democratic dialogue. Finally, our findings show that a CoE can have much to offer qualitative critical scholars beyond its originally intended pedagogical contribution.","PeriodicalId":47971,"journal":{"name":"International Journal of Qualitative Studies in Education","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135095244","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Book Review: <i>Centering Diverse Bodyminds in Critical Qualitative Inquiry</i> <b> Book Review: <i>Centering Diverse Bodyminds in Critical Qualitative Inquiry</i> </b> , edited by Jessica NinaLester and Emily A.Nusbaum, New York, NY: Routledge, 2021, $64.95 (hardback), ISBN: 978-0-3674-7086-9, $22.45 eBook) ISBN: 978-1-0030-3326-4","authors":"Jenna Gabriel","doi":"10.1080/09518398.2023.2264241","DOIUrl":"https://doi.org/10.1080/09518398.2023.2264241","url":null,"abstract":"","PeriodicalId":47971,"journal":{"name":"International Journal of Qualitative Studies in Education","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135146122","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}